JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION

Scope & Guideline

Bridging theory and practice in experimental psychology.

Introduction

Welcome to your portal for understanding JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION, featuring guidelines for its aims and scope. Our guidelines cover trending and emerging topics, identifying the forefront of research. Additionally, we track declining topics, offering insights into areas experiencing reduced scholarly attention. Key highlights include highly cited topics and recently published papers, curated within these guidelines to assist you in navigating influential academic dialogues.
LanguageEnglish
ISSN0278-7393
PublisherAMER PSYCHOLOGICAL ASSOC
Support Open AccessNo
CountryUnited States
TypeJournal
Converge1975, from 1982 to 2024
AbbreviationJ EXP PSYCHOL LEARN / J. Exp. Psychol.-Learn. Mem. Cogn.
Frequency12 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
Address750 FIRST ST NE, WASHINGTON, DC 20002-4242

Aims and Scopes

The Journal of Experimental Psychology: Learning, Memory, and Cognition focuses on advancing our understanding of cognitive processes related to learning and memory. The journal emphasizes empirical research and theoretical contributions, aiming to bridge the gap between experimental findings and cognitive theories.
  1. Cognitive Mechanisms of Learning and Memory:
    The journal publishes studies exploring the cognitive processes underlying learning and memory, including encoding, retrieval, and the effects of various factors such as attention and emotion.
  2. Experimental Methodologies:
    Research published in the journal frequently employs rigorous experimental methodologies, including behavioral experiments, eye-tracking, and electrophysiological techniques, to investigate cognitive phenomena.
  3. Interdisciplinary Approaches:
    The journal encourages interdisciplinary research that integrates insights from psychology, neuroscience, linguistics, and education to enhance our understanding of cognitive processes.
  4. Individual Differences in Cognitive Abilities:
    A significant focus is placed on understanding how individual differences, such as working memory capacity and cognitive control, influence learning and memory performance.
  5. Language Processing:
    The journal includes research on the cognitive mechanisms involved in language processing, including lexical access, sentence comprehension, and the interaction between language and memory.
Recent publications in the journal indicate several emerging themes that reflect the evolving landscape of research in cognitive psychology, particularly concerning learning and memory processes.
  1. Multimodal Learning and Memory:
    There is an increasing emphasis on how different sensory modalities interact during learning and memory tasks, including studies on multisensory integration and the effects of environmental cues.
  2. Dynamic and Contextual Memory Processes:
    Recent research highlights the importance of context in memory retrieval and encoding, suggesting that memory is not only a static store but is influenced by situational factors and cognitive demands.
  3. Neuroscientific Perspectives:
    An emerging trend involves integrating neuroscientific methods, such as neuroimaging and electrophysiological measures, to provide insights into the neural underpinnings of learning and memory.
  4. Cognitive Control and Flexibility:
    There is growing interest in understanding cognitive control processes, including how individuals adapt their memory strategies based on task demands and environmental changes.
  5. Language and Memory Interactions:
    Research increasingly explores the interplay between language processing and memory, focusing on how linguistic structures impact memory performance and retrieval.

Declining or Waning

While the journal has consistently focused on cognitive processes related to learning, memory, and cognition, certain themes appear to be declining in prominence based on recent publications.
  1. Traditional Memory Models:
    There is a noticeable decrease in studies adhering strictly to traditional memory models, as newer research tends to explore more nuanced and dynamic approaches to understanding memory.
  2. Simple Stimulus-Response Paradigms:
    Research employing basic stimulus-response paradigms has waned, with a shift towards more complex cognitive tasks that reflect real-world scenarios and cognitive interactions.
  3. Static Cognitive Assessments:
    The focus on static assessments of cognitive abilities (e.g., standardized tests) is declining in favor of dynamic assessments that consider the variability of cognitive function across different contexts and tasks.

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